英语多媒体学习中言语关联手势对认知负荷的影响

摘要/Abstract

摘要： 为了探讨英语多媒体学习中言语关联手势对认知负荷及学习成绩的影响，采用2×2被试间实验设计。结果发现：该手势对认知负荷影响的主效应不显著，但与英语语言技能水平之间存在交互作用，当学生语言技能水平低时，手势增加了认知负荷，反之，则降低认知负荷；该手势对句子转换的成绩没有明显影响，但在学生语言技能高时能提升理解能力的成绩。本研究结果提示，言语关联手势的运用有明显作用，它能提高或降低认知负荷，并对理解能力的成绩产生影响，但其大小和方向依赖于学生英语语言技能水平。

关键词: 言语关联手势, 认知负荷, 多媒体学习, 教学设计。

Abstract: To explore the influence of speech-associated gestures on cognitive load and performance in English multimedia learning, the research used a 2×2 design with two between-subjects factors being level of English language skills and multimedia presentation of language learning material. The results showed that: 1)there was no main effect of speech-associated gestures on cognitive load, but there was interaction effect between the gestures and the level of English language skills. When the level of English language skills was high, the gestures decreased cognitive load; otherwise, they increased it. 2)The speech-associated gestures had no significant influence on the performance of sentence transformation, but they could increase that of comprehension ability when the level of English language skills was high. The findings suggest that the utilization of speech-associated gestures has an obvious effect in English multimedia learning, which can increase or decrease cognitive load of learners, and has an influence on their performance of comprehension ability. However, degree and direction of the effect depend on the level of learners′ English language skills.

Key words: speech-associated gesture, cognitive load, multimedia learning, instructional design.

中图分类号:

B842

孙崇勇. 英语多媒体学习中言语关联手势对认知负荷的影响[J]. 心理与行为研究, 2016, 14(5): 633-639.

Sun Chongyong. The Influence of Speech-Associated Gestures on Cognitive Load in English Multimedia Learning[J]. Studies of Psychology and Behavior, 2016, 14(5): 633-639.

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